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English
Quarter 1 – Module 3:
Loving Its Meaning

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English – Grade 10
Quarter 1 – Module 3: Loving Its Meaning
First Edition, 2020

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E-mail Address: lrmds.davsur@deped.gov.ph

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 10

English
Quarter 1 – Week 3:
Loving It’s Meaning

Appraise the unity of plot, setting and

characterization in a material viewed
to achieve the writer's purpose.
(EN10VC-IVc 29, EN10VC-IVd-2,
EN10VC-IVh-29)

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Introductory Message

For the facilitator:

Great Job! You have done facilitating the second module.

Welcome to the third module. It offers an exciting and valuable activities

for the learners. Also, allows you to facilitate the learning process in an easy
way.

Quality teaching should be continued even amidst pandemic crises. It is

the only thing that we can give in moulding and preparing our learners for
their better future. Quality learning comes from the quality teaching we
offered.

As learning facilitator, your dedication for teaching and never-ending

support for our learners are impressively looked-for.

This module contains the third (3 rd) Most Essential Learning

Competency (MELC) for the First Quarter, it is to appraise the unity of plot,
setting and characterization in a material viewed to achieve the writer’s
purpose. EN10VC-IVc29, EN10VC-IVd29, EN10VC-IVh-29 are the
competency codes.

With the desire to improve learner’s viewing comprehension skill, hope

that this module would help both the facilitator and the learners.

Remember following:
 Allow the learners to take the pre-assessment test to check their
knowledge and information background.
 Objectives are aligned with the MELC.
 Assessment activities are provided to enhance learner’s reading skill.
 Require learners to have an activity notebook for their answers.
Results may serve as their formative evaluation.
 Do not allow learners to write anything on the module. Keep the
module clean.
.

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For the learner:
Awesome! You have accomplished all the activities in Module 2.

In this module, there are new exciting activities prepared for you. And
will help improve yourself in viewing comprehension skill that you need in
identifying the author's purpose in writing.

With the aspiration to make you competent in viewing comprehension

skill, hope that this module will help you becoming an efficient learner.

Here are some of the things you need to do:

 Always follow the given instructions. Read and understand it.

 Engage first yourself to the pre-assessment test found in the
Let Us Try Section.
 Accomplished all the required activities. Do not proceed to the
next task unless you have completed the required activity for
the day.
 Note some of the important facts of the module for personal
reference. Note also the content that bother you the most.
 Be ready to a conference with your teacher. Feel free to ask
questions for clarifications.
 Do not write anything on module. Provide an activity notebook
for your answers and for checking purposes.
 Finally, submit your output.

Happy learning..!

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 Let Us Learn
Most writing is intended to inform/explain, persuade, entertain, or
describe. Critical readers identify the author’s reasons or purpose for writing
text and just their reading or viewing method match.

When learners can identify an author’s purpose for writing a text, they
are better able to evaluate and analyse its content as they make inferences
and draw conclusions based on what they have read or viewed.

This module will be able to help develop your ability in viewing

comprehension skill.

At the end of this module, you are expected to:

1. evaluate the unity of plot, setting and characterization to achieve

author’s purpose in writing;

Let Us Try

Before you proceed to the next page. Answer first the simple pre-
assessment test below.
1. It states the opinion of the writer and attempts to convince or
influence the reader to believe, agree, or understand by offering
evidence.
A. Narrative writing C. Persuasive writing
B. Descriptive writing D. Informational writing

2. It shares information about a topic or explains how to do something

by providing facts and details.
A. Informational writing C. Descriptive writing
B. Persuasive writing D. Narrative writing

3. It tells a story to entertain. It is creative fictional writing and has a

plot, setting, and characters who have motivates or reasons for what
they do.
A. Persuasive writing C. Narrative writing
B. Informational writing D. Descriptive writing.

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For item 4-5. Read the short passages. Answer the question by identifying
an implied character trait. Write your answers in your activity notebook.

4. What character trait does Brian demonstrate?

Brian is an excellent accountant who works full-time for his
best friend's company. A larger accounting firm contacts Jason
and offers to pay him twice what he makes if he will work for
them. Jason thanks them for their offer but declines. He doesn't
even tell his friend that he received the offer.

A. charitable B. honesty C. considerate D. unreasonable

5. What character trait does Brian demonstrate?

When Angela asked her mother if she could go to the party,

her mother said that she could not. So Angela asked her father,
who said that she could. She then played her parents off one
another until she got her way. Angela enjoyed herself at the party.

A. rude B. manipulative C. appreciative D. greedy

Let Us Study
The author’s purpose is his or her reason for writing a text,
paragraph, or line. There are many reasons why people write paragraphs or
lines, but when we look at why people write texts, there are three main
reasons. These are to entertain, persuade, and inform. Examples of text
written to entertain include stories, poems, and dramas. Examples of texts
written to persuade include essays and ads. And examples of texts written to
inform include encyclopedia entries and text books.
It’s important to note that the study of author’s purpose is not so
much a science as it is an art. In other words, the author’s purpose can be
to inform and persuade in some cases, or to entertain and inform.

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 Let’s Answer
Direction: Read the description of each text and identify the MAIN
purpose of the author.

1. A pamphlet urging people not to eat animals or use products made

from animals or animal suffering because the author thinks that is cruel
and unnecessary.
A. inform B. entertain C. persuade
2. A one page printout showing how to put together a coffee table that
came in a box.
A. inform B. entertain C. persuade
3. A picture book about a dog that gets lost on a family vacation and has
to find his way home.
A. inform B. entertain C. persuade
4. A timeline showing important events from the American Civil War.
A. inform B. entertain C. persuade
5. The story of a young woman who, after the death of her grandfather,
quit her job in the business world and returned home to help her
aging grandmother.
A. inform B. entertain C. persuade
6. A politician’s speech about how homes should be provided to families
who cannot afford them.
A. inform B. entertain C. persuade
7. A poem about a “packrat,” a person who refuses to throw things away,
even things that most people would consider garbage.
A. inform B. entertain C. persuade
8. The Shakespearean tragedy Romeo and Juliet, where two young lovers
are forbidden from seeing one another due to a centuries old blood
feud between their two families
A. inform B. entertain C. persuade
9. A website describing a local dog leash ordinance, detailing its history
and the penalties for walking around with one’s dog unleashed.
A. inform B. entertain C. persuade
10.A young girl’s note to her parents giving reasons why they should
buy a puppy.

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 A. inform B. entertain C. persuade
11. An internet ad banner telling you to click it for a free iPhone.
A. inform B. entertain C. persuade
12. A small book about a boy who loses his Mom’s cell phone and
learns that telling the truth is the most important thing.
A. inform B. entertain C. persuade
13. An orange sign advising drivers that the road beyond is under
construction.
A. inform B. entertain C. persuade
14. A script for a school play about a girl who is unexpectedly
rewarded for her kind deeds.
A. inform B. entertain C. persuade
15. A classified ad in which the seller lists a chair in good condition
for ten dollars or best offer.
A. inform B. entertain C. persuade

Let Us Practice
Well-developed characters are like people: they have traits, opinions,
and motivations. Characterizations are the methods by which story
tellers reveal the traits of characters. These characterization activity
would help learners better understand characterizations.
Direction: Read a short description of an event. Identify a character trait
that is revealed by each action.

1. Jake is Cassie's older brother. One day they are

walking home from school when a cold front rolls in and the
temperature drops 20 degrees. Jake is dressed more
appropriately for the weather than Cassie. He takes off his
hooded sweatshirt and offers it to her. She gratefully
accepts. Jake is now colder, but he is happier.

A. kind B. perfectionist C. sensitive D. outgoing

Craig is a football player training over the summer for next
season. The coach demands that all players come in at 6:00 AM
and lift weights until 8:00 AM, when practice begins. Craig gets
there at 5:00 AM to begin his training.

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A. bossy B. dedicated C. attractive D. harsh

Anna volunteered to help Kylie clean her house. When Anna

washed the mirrors, Kylie asked her if she used paper towels
instead of newspapers. When Anna admitted that she had, Kylie
asked her to redo them. Then, while Anna was sweeping, Kylie
corrected her on her technique. "Don't just push the dirt around,
Anna. SWEEP it," Kylie told Anna.

A. unappreciative B. emotional C. honourable D. friendly

Corey came back from the bathroom and noticed that her
rainbow pencil was missing. She looked around the room and saw
that Beth was using a rainbow pencil. Corey started crying
uncontrollably and ran out of the room.

A. overachiever B. ungracious C. emotional D. irritable

Kelvin found a wallet on the ground. He opened up the

wallet and saw an old woman's ID card. Kelvin took the ID out of
the wallet, walked to the woman's house, and returned the wallet
to her.

A. likeable B. compassionate C hardworking D. kind

Jonathan invited a bunch of friends over to his house. He

then talked to them for hours about all the trophies that he had
won, his rare comic book collection, and how much money his dad
makes. His friends did not enjoy their time at Jonathan's.

A. outgoing B. dedicated C. spoiled D. boastful

Rocky's cousin brought him to a party. Rocky didn't know

anyone at the party. Shortly after getting there, Rocky's cousin
disappeared. Rocky made a lot of new friends at this party and
had a great time.

A. friendly B. selfish C. quiet D. strategic

The teacher asked Mae what the answer was to the problem
on the board. Mae wore a worried expression on her face for a
moment and then put her head down on her desk. After the
teacher moved on to someone else, Khadija whispered to her
friend that the answer was 26. Mae was right.
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 A. unreasonable B. introvert C. helpful D. immature

After Mark's mechanical pencil ran out of lead, he asked

Pete, who sat next to him, if he could borrow a pencil. Pete yelled,
"No, Mark. If you didn't come prepared, why is that my fault?
Bring TWO pencils to class! You can't have one of mine or you'll
never learn your lesson."

A. inconsiderate B. inattentive C. spoiled D. unreasonable

Rey doesn't talk much, but five girls in our homeroom class
are currently competing for his attention. This is nothing new.
Girls have liked Rey for as long as I can remember.

A. anxious B. neighborly C. easily discourage D. attractive

Let Us Practice More

The setting of the story is the time and place that it
occurs. Every story has a setting. The setting helps to create the mood of
the story. It influences how readers feel about the text.

DIRECTION: Read each passage and look for clues that reveal the setting.
Then explain your answer. Remember the setting is the time and place that
a story happens.

1. Where is the story taking place? _________________________________

How do you know?

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 "Come under the slide," A.J. spoke softly to Clark. "I want to
show you what I found." Clark nodded to A.J. from on top of the
monkey bars and then jumped down to the sand. A small cloud
of dust spun up as he landed. Clark trotted over to the slide and
crawled under it. A.J. was waiting there. "Check this out,"
whispered A.J. He pulled a phone out from behind his back. "I
found it in the parking lot. I know we should turn it into the
office after recess, but we can play games on it now." Clark
smiled at A.J.

2. Where is the story taking place? _________________________________

How do you know?

Janet sliced the onion on the cutting board over the sink. As the
fumes from the onion rose, her eyes began to water. She was
listening to some popular jazz music on the radio when a voice
broke in, "This just in! Pearl Harbor has been attacked! Much of
the American naval fleet in the Pacific has been destroyed. Will
this attack bring the U.S. into the Second World War? More
details to follow." Janet dropped the knife and covered her
mouth. She remembered the first war. She was just a child at
the time but she could never forget the hardships.

3. Where is the story taking place? _________________________________

How do you know?

The families took a long look at the ship in the harbor before
they began boarding it. It was a large, seaworthy vessel, an old
merchant ship named the Mayflower. There were three masts,
each with a sail, and three levels. A cool wind blew in from
across the harbor. The pilgrims knew that they would need to
set sail today if there were a prayer of them arriving in New
England before the winter hit. The captain addressed the
pilgrims and the strangers, "Argh! We've got to put wind to sails.
Get your landlubbin' tails on board ten minutes ago!" The
pilgrims and the strangers hastened their movements.

4. Where is the story taking place? _________________________________

How do you know?

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 "I hit you, Sean! You're out!" Lillian yelled across the room. Sean
yelled back, "You did not! I spun out of the way!" Just then one
of Lillian's teammates threw another ball at Sean. It flew towards
Sean's stomach, but Sean cradled it like a loaf of bread. "You
too, Brad! You're out too! I caught your ball!" Brad shouted
back, "Did not! I didn't even throw a ball." A whistle blew. It was
Coach Hannon. He threw his thumb in the air shouted, "Brad,
you're out." Brad kicked a dodge ball and said, "Aw man!" Then
he jogged over to line up with the other eliminated players.

5. Where is the story taking place? _________________________________

How do you know?

Beep! Beep! Harold slammed his hand down on the wheel of his
hover car. "57 lanes and there's still traffic?" Harold questioned
out loud, though nobody was in the vehicle with him. "Yes,
Harold, it is a shame. Be patient, you'll arrive to work soon
enough," a voice emitted from the console of the hover car. "Oh,
yeah? Care to bet your job on it?" Harold asked the machine.
The machine responded dryly, "I am programmed to decline
gambling, Harold." Harold smirked and said, "Forget this." He
turned off autopilot and grabbed the wheel of the hover car.
"Harold, what are you doing? This is dangerous," said the
machine. Harold laughed and said, "I'll show you danger," as he
pulled the wheel back and piloted the car straight down
through twelve lanes of traffic.

Let Us Remember
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 Identifying the author’s purpose may be challenging to students who
have not had much exposure to this skill. It requires ample time to study.
Consistency of practice is highly advice.  Here are three questions that you
can ask yourself to help you identify the author’s purpose:

1. Is the text a poem, play, or story?

If the text is a poem, play, or story, then it’s safe to say that the author’s
main purpose is to entertain readers. If the text is not a poem, play, or story,
ask yourself the next question.

2. Does the text provide a lot of facts and information?

If the text is primarily providing readers with facts and information, then we
can conclude that the author’s main purpose in writing the text is to inform
readers. If the text does not contain an abundance of what appears to be
factual information, then go to the next question.

3. Is the text attempting to get the reader to do something?

If the text contains many arguments and claims, or a call where the reader
is urged to take action, then the author’s main purpose is to persuade. If the
text does not appear to be persuasive, reanalyze the text and repeat the
process.

Let Us Assess
Direction: Read the description of each item and determine the
author’s main purpose (to entertain, persuade, or inform) . Then, in a
sentence or two, explain your answer.

1. Author’s Purpose: _________________________________

Explain your answer:

Write a sentence or two.

A story about a family trying to stick together and survive

through the Great Depression in the Midwest in the 1930s

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2. Author’s Purpose: _________________________________

Explain your answer:

Write a sentence or two.

A section in a history book describing the conditions and causes of

the Great Depression in the Midwest in the 1930s

3. Author’s Purpose: _________________________________

Explain your answer:

Write a sentence or two.

An instructional booklet describing how to operate a smart phone

4. Author’s Purpose: _________________________________

Explain your answer:

Write a sentence or two.

An article where the author argues that an iPhone is better than an

Android phone

5. Author’s Purpose: _________________________________

Explain your answer:

Write a sentence or two. 15
 A poem about why the iPhone is the greatest consumer electronic
device ever made

6. Author’s Purpose: _________________________________

Explain your answer:

Write a sentence or two.

The story of a young athlete who takes steroids and his life and
future fall apart

7. Author’s Purpose: _________________________________

Explain your answer:

Write a sentence or two.

A medical report describing the effects of steroids on the human

body

8. Author’s Purpose: _________________________________

Explain your answer:

Write a sentence or two.
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 A speech written by a professional athlete listing the negative
effects of steroids and urging young athletes to not use steroids

9. Author’s Purpose: _________________________________

Explain your answer:

Write a sentence or two.

A booklet containing the school rules and the consequences for

violating those rules

10. Author’s Purpose: _________________________________

Explain your answer:

Write a sentence or two.

A story written about a young boy who moves to a new school and
is bullied, but he gains self-confidence by joining a sports team and
learns to stand up for himself.

Let Us Enhance

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 Direction: Read this motivational story about an athlete who sustains
an injury and has to find another way to succeed, and then analyze and
identify structural elements of the story.

The Breakaway
As far as Justin knew, there was only one way out of his
neighborhood: basketball. So he ran with the ball like the
hounds were chasing him. He could drop any of the older guys
at the court in a blaze of crossovers, fadeaways, and finger rolls,
and the younger guys didn’t stand a chance. Justin saw his way
out and he ran for it. But the world has a funny way of changing
right when you think you’ve got things figured out, and that’s
just what happened to Justin.
One day when Justin was shooting around at the local
court, some guys from another block ran up and asked to play.
The big one in the middle said that he had heard that Justin was
the best and he wanted to see if it was true. Justin said, “Nah,
Man, I’m just shooting around with my cousin, I ain’t trying to
get all sweaty right now.” But the big guy was insistent, and
Justin’s cousin was bugging, “C’mon, Justin, drop this guy.” So
Justin figured that he’d just do what everyone wanted and play.
Justin was running all over the big guy and making his
shots while he did it. But just as the outcome of the game
seemed certain, the big guy shoved Justin as he went for a lay
up. Justin went flying in just such a way that he managed to
tear up his right knee. The doctor said Justin might never play
again, and if he did play, he wouldn’t play the same. Justin was
devastated.
The first six weeks, Justin just laid in bed with his leg in a
long cast feeling like a broomstick. He watched three reruns of
The Simpsons every day and ate potato chips until the bag was
empty, and then he’d dig the salt and grease out of the corner
with his index finger. Justin blew up like a balloon as watched
his once bright future fade away. Right when he reached the
bottom of the pit of despair, Justin’s sister, Kiki came home from
the university.

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 She came in the house like a whirl of sunshine, bringing
exciting tales of a far away land called college. Justin was
amazed and intrigued by the dorm room dramas and campus
craziness that Kiki told, but he could hardly believe any of it. It
was as if she were telling him about some fantasy land high
above the clouds. Justin gazed off dreamily as she spoke.
“Justin!” She interrupted his day dream. “Let me see your
progress report.” Justin was ashamed. His grades had really
slumped since his injury. “Oh no, this won’t do, J,” she said.
“We’re going to have to get these up.” Well, Justin was a pretty
stubborn guy, but his older sister had a way of getting him to do
things that nobody else could. So, while she was home on break,
they studied together, and they talked, and they worked, and
Justin felt better than he ever had before.
After spending those weeks with his sister, Justin realized
that he didn’t want to feel bad for himself any more, and he
didn’t want to quit. Basketball used to be his thing, and he was
good at it, but now there was only school, so he had to get good
at that. Justin passed through all his classes like a half-court
trap. By the time he got to senior year in high school, his GPA
was hovering in the slam-dunk position. The last thing that
Justin had to do to get into the college of his choice was score
well on the ACT. Well wouldn’t you know it? Using the study
skills Justin had acquired from his sister, Justin scored a 24 on
the ACT. That’s not the highest score a person can get, but it
was high enough for Justin. Now he had his academic game
together.
Though the recruiters never came to Justin’s door, every
university that he applied to accepted him; and when the fall
came, Justin had his choice in colleges. Though he’d miss his
family, Justin decided to enroll in the sunniest university in
Hawaii, and nobody could say that Justin made a bad choice.

Direction: Fill in the structural elements of the story below. Write

your answers in your activity notebook.

The Breakaway

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1. Author’s Purpose: Entertain Inform Persuade
Why did the author write this?

2. Genre:______________________________ Subgenre:____________________

3. Narrator’s Point of View: __________________________________________

4&5. Summarize the Text:

Five key events from beginning, middle & end.

6. Exposition
A. Setting:__________________________________________________________
When and where the story take place?
B. Conflict: _________________________________________________________
Describe the conflict in the story.

7. Rising Action: List some events that occur before the climax.
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________

8. Climax:
The turning point.

9. Falling Action: List some events that occur after the climax.
1. ___________________________________________________________________
2. ___________________________________________________________________

10. Resolution:
When the conflict is solved.

Let Us Reflect

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 There are a lot of things that you need to look at in appraising or
evaluating the unity of plot, setting, and characterization in a material
viewed or read just to achieve the writer’s purpose.

First, you need to identify what specific genre is written. If it is fiction,

poems, play or story then its purpose is to entertain. If the text is primarily
providing readers with facts and information, then we can conclude that the
author’s main purpose in writing the text is to inform readers. If the text
contains many arguments and claims, or a call where the reader is urged to
take action, then the author’s main purpose is to persuade.

Second, the consistency of doing exercises like characterization. It is

to identify a character trait that is revealed in the text. Next, is looking for
the cues that reveal the setting and would answers the questions when and
where the story took place. Moreover, engage yourself in doing the structural
analysis of the text.

Finally, do some personal research or ask the experts for help.

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Answer Key to Activities

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 References

Almonte L, Flandez L, Hermosa A, Lagustan N, Mangaluz L, Miranda ER,

Mendoza PA, Palomar L, Soriano GAB, Villanueva K. Celebrating Diversity
through Worl Literature: Textbooks for Grade 10. 5th Floor Mabini Bldg.,
DepEd Complex Meralco Avenue, Pasig City Quezon City, Philippines: REX
Bookstore, Ic..; 2015

[Online] Available from: https://www.ereadingworksheets.com/free-reading-

worksheets/authors-purpose-worksheets/authors-purpose-lesson/
(Accessed 5th of June)

[Online] Available from: https://www.ereadingworksheets.com/free-

reading-worksheets/characterization-worksheets/ (Accessed 5th of June)

[Online] Available from:

https://www.ereadingworksheets.com/worksheets/reading/characterizatio
ns/characterization-worksheet-02/ (Accessed 5th of June)

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For inquiries or feedback, please write or call:

Department of Education – Davao del Sur Division

Plaridel – Lapu-Lapu St., Digos City Davao del Sur

Telefax:

Email Address: lrms.regionxi@deped.gov.ph

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